# 10: 05 In-Class Assignment - Gauss-Jordan - Mathematics

10: 05 In-Class Assignment - Gauss-Jordan - Mathematics

As you go into higher classes, juggling between so many subjects and assignments is not easy for a class 10 student. That is why we at Vedantu have come up with detailed NCERT Solutions for Class 10 Maths Chapter 1 Real Numbers. The solutions follow the updated CBSE curriculum. The subject matter experts at Vedantu have done an extensive research to design NCERT Solutions for Class 10 Maths Chapter 1 so that it is easily understandable by you. By going through these Chapter 1 Maths Class 10 NCERT Solutions, you can clear your concepts on real numbers at the root level so that you can solve complex problems on your own.

If you are looking for answers to all the questions of Class 10 Maths Chapter 1, then download the NCERT Solutions for Class 10 Maths Chapter 1 PDF from the official website of Vedantu. You can save these solutions on your device to access them offline, without an internet connection. You can even print out Maths Chapter 1 Class 10 NCERT Solution to have another mode of doing a quick revision of essential formulas and concepts. If you are looking for NCERT Solutions for Class 10 Science you can find that on Vedantu.

## Course Syllabus

Classroom: LRC 202
Lecture Time: MW 11:00 am-12:15 pm
Instructor: Dr. Chuang Shao
Title: Professor and Coordinator of Mathematics
Office Location: Engineering and Technology building, room # 107
Office Hours:

Campus Phone: 733-7554
Campus E-Mail: [email protected] (Preferred)

### COURSE DESCRIPTION

This course includes a study of functions and their graphs, with special emphasis on polynomial, rational, exponential, and logarithmic functions. Additional topics include systems of equations, matrices, determinants, and conics. MATH 1473 (or its equivalent) does not fulfill the prerequisite for this course. This is a graphing calculator based course. Prerequisite course(s): MATH 0144 Algebraic Literacy, or equivalent

### METHOD OF INSTRUCTION

Classes will be taught using traditional lecture-discussion. Homework and quizzes will be completed online through the publisher tool MyMathLab. However, all exams must be taken in a proctored environment . This can be done through the Rose State College testing center or in class. If you are unable to come to campus, arrangements can be made for exams to be taken at an alternate testing site approved in advance by the instructor (proctoring services will be an extra expense for the student).

### TEXTBOOK & MATERIALS

• Title/Edition: College Algebra, 7th Edition
• Author/Publisher: Robert Blitzer Pearson, 2018
• ISBN: 9780134753652 (book w/ MyMathLab 18-week access) or 9780135902110 (MyMathLab only 18-week access)
• Don't purchase MyMathLab for this class. Please read the announcements for more details.
• You are NOT required to have a hard copy of the textbook for this class.

### MyMathLab

There are multiple resources embedded in every MyMathLab course. The complete textbook is online in an interactive e-book style. There are lectures by the author for each section of material, related power-point presentations, additional interactive examples, and more.

### TECHNOLOGY EXPECTATIONS & REQUIREMENTS

This course utilizes an online publisher-tool that allows students to practice, complete homework, take exams, etc. It has multiple resources to help learners succeed. Because this is a required online tool, it is expected that students have access to reliable internet services and devices to access the internet. In the absence of appropriate technology, please plan on using our campus library, the STEM Lab, or other computer labs as needed.

Students will not need any advanced computer skills for this course. But students should be able to perform basic computer functions such as connecting to internet providers, navigating a website, capturing a screenshot, sending an email with attachments, and performing general troubleshooting. There are technical support resources and it will be up to the students to be diligent in contact with the appropriate support service for help when needed.

Students will also need regular, reliable access to a laptop or desktop computer. Mobile devices and tablets work great for checking due dates and status updates but are not compatible with the MyMathLab product we will use throughout the course.

### COURSE OBJECTIVES

Upon successful completion of the course, the student will be able to:

1. Identify a function from a graph or an equation and determine characteristics such as the domain, range, relative extrema, and intervals on which the graph increases, decreases, or is constant.
2. Graph and evaluate piecewise functions.
3. Use the algebra of functions and composition to combine functions and find the domain of the result.
4. Sketch the graph of a function using graphing techniques such as symmetry, shifting, reflections, and compressing or stretching.
5. Determine if a function is one-to-one and find the inverse function of such functions.
6. Recognize and graph simple conic sections given an equation.
7. Identify and graph polynomial functions using end behavior, multiplicity, and the Rational Zero Theorem.
8. Apply the Fundamental Theorem of Algebra to polynomial functions to determine all zeros over the complex numbers and to determine a linear factorization.
9. Sketch the graph of rational functions using asymptotes and intercepts.
10. Solve polynomial, rational, and absolute value equations and inequalities.
11. Sketch the graphs of exponential and logarithmic functions and solve equations and applications involving these functions.
12. Solve linear and non-linear systems of equations.
13. Identify the properties of a matrix and perform all algebraic operations on suitable matrices.
14. Use matrices to solve linear systems by the Gauss-Jordan method and Cramer’s Rule.
15. Decompose a rational expression into its partial fractions.
16. Find a function’s average rate of change and difference quotient.
17. Simplify expressions containing factorials and summation notation.

• A = 90% - 100%
• B = 80% - 89 %
• C = 70% - 79 %
• D = 60% - 69 %
• F = less than 60 %

Student progress and performance will be evaluated by means of participation in class, daily assignments, quizzes, unit exams, and a comprehensive final exam.

• Homework grades (using MyMathLab) total 15%
• Four Departmental Unit Exams at 15% each
• A comprehensive Departmental Final Exam worth 20%

### OVERVIEW OF LEARNING ACTIVITIES & ASSESSMENTS

• Homework:Completion of homework is one of the critical factors in learning mathematics. All of your homework will be completed on MyMathLab and it is your responsibility to follow all posted due dates. If you have limited internet and/or computer access off-campus, it is highly recommended that you print your homework assignments while you are on campus. Limited internet access is no excuse for incomplete homework.
• All homework problems have unlimited attempts--use the Similar Question button to try again so that you can earn 100% on every assignment.
• Approximately 9 out of 10 students who pass this course score at least 80% for their homework average.
• Graphing calculators up to TI-84+ are allowed.
• Only one attempt is allowed on the Final Exam.
• No other outside resources are allowed for exams -- no websites, no notes, no formula sheets, no books, and no phones/smartwatches.
• Any student found cheating will earn a zero and may face further disciplinary action.

### MAKE-UP AND LATE ASSIGNMENTS POLICY

All assignments are expected to be completed on or before the due date. Since there are normally several days for assignments to be submitted in a timely manner and MyMathLab is a 24/7 tool, late work is not accepted.

### ATTENDANCE POLICY

Consistent attendance and active participation are necessary for the successful completion of this course. In order to keep up with assignments and to learn effectively, it is essential that you be to be online frequently and in-class consistently. Failure to log into the class and complete assignments by required due dates may result in a lower grade, being denied access to the course, and/or being administratively withdrawn (AW) from the course. However, receiving an AW does not release a student from financial responsibility for the course. If you decide to quit participating in a class for any reason, you must OFFICIALLY withdraw from the course to avoid receiving a failing grade.

### DISCLAIMER

The instructor reserves the right to amend this syllabus as needed.

The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.

## Holiday Homework Solutions 2021-2022

Holiday Homework Solutions for class 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12 (During Summer Vacations) facility for the academic session 2020–2021 is being maintained to help the students and parents to do the holiday homework comfortably in Summer 2021-22. You are requested to upload your holiday homework in PDF format based on Latest CBSE Curriculum 2021-22 and get the solutions with in a week. You can also ask your Maths or science problems through Discussion Forum. If the problems are related to NCERT or NCERT Exemplar Problems please refer to NCERT Solutions page to get this. The solutions of holiday homework should be uploaded along with the school name at the end of this page.

Notification of completion of homework will not be given by the website, you have to check yourself after a week for the solutions.

## Holiday Homework Solutions 2021-2022

### Holiday Homework Solutions 2021-22

Download NCERT Solutions for all classes. Students of the upper primary level (Class 6, 7 and 8) are already well informed and are keen to find and learn more. According to CBSE, while assigning and preparing homework for the students, it is important to note they are able to develop the skills like relating, thinking, concluding, inferring. Homework should be such that the student neither feel it burdensome nor they lose interest in the subject matter. Moreover it is useful in providing them a happy experience. Homework therefore needs to be thought about and worked upon differently. Emphasis should be given on Vedic mathematics, designing quality homework rather than its quantity. Download NCERT Books and apps based on latest CBSE Syllabus.

#### Alternatives to Holiday Homework

Encompassing the aforesaid ideas, the CBSE has brought forth a Manual, “Alternatives to Holiday Homework” for classes VI to VIII. It is collection of ideas transformed into suggestive activities that are creative, interesting, meaningful and interactive, enhancing various skills, directly or indirectly related to subject matter providing students to enhance their learning and gaining knowledge based on NCERT Books following the latest CBSE Syllabus.

### Suggestive Holiday Homework for Class 8

##### Purpose of Providing Homework

A well rounded development of individual knowledge happens not only from textbooks and formal education but more from the learner’s personal experiences, individual inquisitive nature and social surroundings. Homework is an area of importance and to make it more relevant for the NCERT Books classes 6th, 7th and 8th, appropriate strategies and meaningful activities may be suggested to the schools that give more time to child to explore the environment to develop creative thinking. These activities (like OTBA for class 9 & 11 ) would be so framed that they keep the child interested in subjects and therefore would also help in enhancing the learning power.
Homework is one of the areas that need urgent attention. As the students of class VI, VII and VIII develop a certain learning style and want to know and find more and more. Efforts should be made to make homework more creative and interesting so that the students do not feel burdensome while doing the same and the ultimate purpose of providing homework is served.

##### Quality of Holiday Homework

A survey was conducted through questionnaire prepared by CBSE to collect feedback from parents, teachers, students and other educationists on “Alternatives to Homework at Upper Primary Level” for Class Sixth, Seventh and Eighth so that appropriate strategies and meaningful activities can be designed and suggested to schools. The questions were directed to know the ideal quantity and purpose of the homework, whether homework should be assigned in all the subjects, internet usage should be a part of the homework or not, how homework helps in teaching.
Keeping in view emerging issues, there is a need to think about giving quality homework emphasizing on acquiring applied learning skills. Few points can be kept in mind while designing a quality homework by teachers:
1, Provide students capacity building activities which are followed up and acknowledged like drawing, creative writing, making puzzles, stories, plays, online games, reading online books and craft.
2. Provide them assignment sheets which improve their reading & writing abilities. Homework must enable the student to practice a skill independently.
3. A possible discussion can be held with different children on what they would like to do at home to improve in which ever area they deem necessary. Homework must be designed in a way that maximizes the chances of its completion by the students.
4. Parents should be able to understand the child’s needs and schools suggestions on how to learn mathematics, logical reasoning, etc. by doing puzzles, writing letters, reading to elders from the newspapers, making household lists, recipe making and cooking.
5. Learners who have dyslexia or number difficulty should have practice assignments overcoming their problems.

###### How should be the Holiday Homework?

The child in middle school have a keenness to discover more and prepare for the examination. Learning is about developing new faculties, which become useful as an adult. The years 12 to 15 are years when rules become important, and doing well, excelling are given importance both at home and in the class. As the child grows chronically his/her emotional maturity also grows and there are interests which are beyond just what lessons can give.
The homework assigned should:
1. enhance study habits and practice skills (which learners are able to perform independently)
2. reinforce necessary skills both scholastic and co-scholastic among the learners.
3. enable learners to become independent learners and thinkers and develop among them 21st century skills so that they can participate in Make in India in future.
4. lead to the improvement in the academic achievement of the learner.
5. expand on the existing knowledge of the learners and be a part of the already acquired competencies in the classroom.
6. not put unneeded pressure or stress by including new learning material or difficult material to be worked upon by learners themselves.
7. be CBSE Syllabus based and as per developmental needs of the learners.
8. not require specific resources or technology which is not accessible to all learners.
9. have clearly defined, purposeful, creative and engaging activities.

###### Correction & Feedback in Holiday Homework

It is also advised that teachers can refer to Life Skills Manuals, Health Manuals and Environmental Education Manuals which contain age appropriate and interesting activities which can be taken up by the learners individually. These activities can be assigned to learners so as to enhance their life skills, values and make them health conscious. Homework is needed, and necessary for a teacher to be able to follow up with each child. The correction and feedback on homework is an important input that helps both parents and children to follow up and improve in areas which are needed. The recourse extra classes, can be reduced if the homework is used for learning improvement and acquisition of diverse skills. We are providing a handful help to solve or helping in solving the holiday homework.

##### What should be the Holiday Homework for Class 1, 2, 3, 4 and 5?

The Holiday Homework 2021-22 for class 1 and Class 2 should be totally creative work only. We should prepare the homework in such a way that student enjoy the work like play. The holiday assignment for class 3, 4 and Class 5 should be totally creative work.

##### What are the Holiday Homework suggestions for Class 6, 7 and 8?

The ideas for Holiday Homework 2021-2022 for class 6, 7 and 8 Maths, Science, English, Hindi and Social Science are given on Tiwari Academy. We should also include the interesting facts related to daily life with the topic of NCERT Books.

##### How to prepare the Holiday Homework 2021-22 for class 9 and 10?

The collection of Important Questions from NCERT Textbook, From board Papers, CBSE Sample papers and NCERT Exemplar Books may be the good holiday homework practice material for High School students.

##### What would be good the Holiday Homework for class 11 and 12?

The Holiday Homework for class 11 and 12 are generally selected as the NCERT Textbook topics. The NCERT Books back exercises and related questions which are asked in CBSE Board Examination may be a good assignment for intermediate students.

## 10: 05 In-Class Assignment - Gauss-Jordan - Mathematics

Many people think that learning mathematics is difficult, and that they're just not made for it. Both may be true (though I don't believe that there are people who can't learn math), but it shouldn't stop you from becoming a productive mathematician, or at least someone who feels comfortable with mathematics. By way of a metaphor, my wife, several friends and I have done RAGBRAI a couple of times, a 500-mile, 7-day bike ride across Iowa. We are all decent bike riders, and 70-miles per day is a long day in the saddle but quite feasible. But there are people whose body shapes would suggest that they can't walk a mile without fainting &mdash yet they, too, seem to have practiced enough to ride those 70 miles every day, even if they won't come in first at the end of the day. The message is that by trying and practicing, I believe everyone can learn enough mathematics to do things most of us can't.

### Spring 2020: Math 317 &mdash Advanced Calculus of One Variable

The worksheets we discuss in class are posted on the Canvas page for this course.

### Fall 2019: DSCI 320 &mdash Optimization Methods in Data Science

 Homework assignment 1 (due 9/20/2019) Questions Homework assignment 2 (due 10/04/2019) Questions Homework assignment 3 (due 10/19/2019) Questions Homework assignment 4 (due 11/01/2019) Questions Homework assignment 5 (due 11/15/2019) Questions

### Fall 2019: MATH 651 &mdash Numerical Analysis II

 Homework assignment 1 (due 9/13/2019) Questions Homework assignment 2 (due 9/27/2019) Questions Homework assignment 3 (due 10/11/2019) Questions Homework assignment 4 (due 10/25/2019) Questions Homework assignment 5 (due 11/15/2019) Questions

### Spring 2019: MATH 546 &mdash Partial Differential Equations II

 Homework assignment 1 (due 3/1/2019) Questions Homework assignment 2 (due 3/15/2019) Questions Homework assignment 3 (due 4/5/2019) Questions Homework assignment 4 (due 4/26/2019) Questions

### Fall 2018: MATH 545 &mdash Partial Differential Equations I

 Homework assignment 1 (due 9/17/2018) Questions Homework assignment 2 (due 9/28/2018) Questions Homework assignment 3 (due 10/12/2018) Questions Homework assignment 4 (due 10/26/2018) Questions Homework assignment 5 (due 11/9/2018) Questions Homework assignment 6 (due 11/30/2018) Questions

### Fall 2018: MATH 620 &mdash Variational Methods and Optimization I

 Homework assignment 1 (due 9/17/2018) Questions Homework assignment 2 (due 9/28/2018) Questions Homework assignment 3 (due 10/12/2018) Questions Homework assignment 4 (due 10/26/2018) Questions Homework assignment 5 (due 11/9/2018) Questions Homework assignment 6 (due 11/30/2018) Questions

### Spring 2018: MATH 451 &mdash Introduction to Numerical Analysis II

 Homework assignment 1 (due 2/9/2018) Questions Homework assignment 2 (due 2/23/2018) Questions Homework assignment 3 (due 3/21/2018) Questions Homework assignment 4 (due 4/6/2018) Questions

### Spring 2018: MATH 676 &mdash Finite element methods in scientific computing

• Week 1 (January 15-19): Lectures 1, 2, 4
(If you want to install deal.II by yourself, you may also want to watch lecture 3.)
• Week 2 (January 22-26): Lectures 5, 6, 9, 10.
Please also watch lectures 32.75 and 32.8 on the use of git and github. If you have never used a version control system, you may also want to take a look at lecture 32.5, which gives an introduction using a simpler system, subversion.
• Week 3 (January 29-February 2): Lectures 13, 7, 8, 11, 12
• Week 4 (February 5-9): Lectures 14, 15, 16, 17, 18
• Week 5 (February 12-16): Lectures 21.5, 24, 25, 42, 43

These lectures form the basis of what you will need to know for this class (I will assign a few more lectures to each student depending on their relevance for individual projects). My goal with assigning so many lectures right at the beginning of the semester is to get you up to speed with it all so that you can focus on your project during the second half of the semester.

Please note in your journals which lectures you have watched and what questions you have -- we will use these questions for short discussions at the beginning of each class. Please also take the time after each lecture to briefly reflect on what you have learned and how that relates to what you already know, need to know, etc.

### Fall 2017: MATH 651 &mdash Numerical Analysis II

 Homework assignment 1 (due 9/12/2017) Questions Homework assignment 2 (due 9/26/2017) Questions Homework assignment 3 (due 10/24/2017) Questions Homework assignment 4 (due 11/06/2017) Questions Homework assignment 5 (due 11/27/2017) Questions

### Spring 2017: MATH 561 &mdash Numerical Analysis I

My slides on optimization (including much more material than we will cover).

 Homework assignment 1 (due 1/31/2017) Questions Homework assignment 2 (due 2/14/2017) Questions Homework assignment 3 (due 2/28/2017) Questions Homework assignment 4 (due 3/21/2017) Questions Homework assignment 5 (due 4/11/2017) Questions Homework assignment 6 (due 4/25/2017)

### Spring 2015: MATH 676 &mdash Finite element methods in scientific computing

• Week 1 (January 19-23): Lectures 1, 2, 4
(If you want to install deal.II on another system, you may also want to watch lecture 3.)
• Week 2 (January 26-30): Lectures 32.5, 5, 6, 9, 10
• Week 3 (February 2-6): Lectures 13, 7, 8, 11, 12
• Week 4 (February 9-13): Lectures 14, 15, 16, 17, 18
• Week 5 (February 16-20): Lectures 21.5, 24, 25, 42, 43

These lectures form the basis of what you will need to know for this class (I will assign a few more lectures to each student depending on their relevance for individual projects). My goal with assigning so many lectures right at the beginning of the semester is to get you up to speed with it all so that you can focus on your project during the second half of the semester.

Please note in your journals which lectures you have watched and what questions you have -- we will use these questions for short discussions at the beginning of each class. Please also take the time after each lecture to briefly reflect on what you have learned and how that relates to what you already know, need to know, etc.

### Spring 2014: MATH 689 &mdash Special Topics in Numerical Optimization

 Homework assignment 1 (1/21/2014) Questions Homework assignment 2 (2/4/2014) Questions Homework assignment 3 (2/11/2014) Questions Homework assignment 4 (2/18/2014) Questions Homework assignment 5 (2/25/2014) Questions Homework assignment 6 (3/4/2014) Questions Homework assignment 7 (3/18/2014) Questions Homework assignment 8 (3/25/2014) Questions Homework assignment 9 (4/1/2014) Questions Homework assignment 10 (4/8/2014) Questions Homework assignment 11 (4/15/2014) Questions

### Fall 2013: MATH 437 &mdash Principles of Numerical Analysis

 Homework assignment 1 (9/05/2013) Questions Homework assignment 2 (9/12/2013) Questions Homework assignment 3 (9/19/2013) Questions Homework assignment 4 (9/26/2013) Questions Homework assignment 5 (10/03/2013) Questions Homework assignment 6 (10/10/2013) Questions Homework assignment 7 (10/24/2013) Questions Homework assignment 8 (10/31/2013) Questions Homework assignment 9 (11/7/2013) Questions Test 1 Homework assignment 10 (11/14/2013) Questions Homework assignment 11 (11/21/2013) Questions Bonus homework (12/03/2013) Questions

### Spring 2013: MATH 676 &mdash Finite element methods in scientific computing

The video lectures that accompany this course can be found here.

### Fall 2012: MATH 601 &mdash Methods of Applied Mathematics I

Following are notes for some of the classes:

### A segment on finite element software in MATH-610

The slides for my lectures are here.

### KAUST AMCS 312: High performance computing II

The slides for my lectures are here.

3. If you're not familiar with C++, you may also be interested in a primer on C++ templates as they are used in deal.II.

### Spring 2011: MATH 676 &mdash Finite element methods in scientific computing

Following are notes for some of the classes:

 2011-01-18 First day stuff getting a copy of deal.II and installing it 2011-01-20 Installation, basics of finite element methods 2011-01-25 to 27 Basics of finite element methods, initial project presentations 2011-02-01 step-1 2011-02-03 A lesson on C++ templates 2011-02-08 step-2 2011-02-10 step-3 2011-02-15 step-4 2011-02-17 Homework: Read through the step-5 and step-6 tutorial programs. Classwork: Discuss the concept of hanging nodes. Practice. 2011-02-22 Homework: Read through section 4 of the deal.II wiki. Classwork: Vector-valued problems 2011-02-24 Finish-up of Vector-valued problems: how to describe vector components in output formats. Also: A failsafe way of solving linear system using the SparseDirectUMFPACK class. Project work. 2011-03-01 Kainan Wang: Dealing with input parameter files using the ParameterHandler class. Project work. 2011-03-03 Andrea Bonito: Solving partial differential equations on surfaces. Project work. 2011-03-08 Assertions, exceptions 2011-03-10 Project work 2011-03-22 Project work 2011-03-24 Project work 2011-03-29 Guido Kanschat: the MeshWorker framework 2011-03-31 Project work last day before midterm presentations are due 2011-04-05 A taxonomy of time dependent problems: parabolic, second order hyperbolic, first order hyperbolic, parabolic with "few" constraints (the DAE case, Stokes), time dependent equations with quasistationary parts (two-phase flow) 2011-04-07 An overview of time stepping for parabolic problems 2011-04-12 An overview of time stepping for second order hyperbolic problems 2011-04-14 An overview of time stepping for first order hyperbolic problems 2011-04-19 An overview of time stepping for differential-algebraic equations like the two-phase flow equations, and the IMPES scheme

### Fall 2010: MATH 442 &mdash Mathematical Modeling

• Click here for the first day handout, including a list of topics that I intend to cover.
• Two of my colleagues, Peter Howard and Tom Vogel, have taught this class several times and have an extensive list of excellent documents on various aspects of this class. Take a look here and here.

Class notes, homework and project descriptions:

 2010-08-31 Maple worksheet (use the right mouse button on the link to save the file on your machine in some directory using the "Save as" menu item then open it again from this directory using Maple) 2010-09-02 Homework 1, due 9/9/2010 2010-09-09 Homework 2, due 9/16/2010 2010-09-09 The LyX file we worked on 2010-09-14 Maple worksheet on parameter estimation using the least-squares method 2010-09-16 Homework 3, due 9/23/2010 2010-09-23 Partial answers to Problem 1 and Problem 2 as Maple worksheets. Save them on your machine and then open in Maple. 2010-09-23 Homework 4, due 9/30/2010 2010-09-30 Partial answers to Problem 1 as a Maple worksheet and as a pdf file. Partial answers to Problem 2 as a Maple worksheet and as a pdf file. 2010-09-30 Homework 5, due 10/7/2010 2010-10-07 Group project, due 10/28/2010 Group 1: Cmajdalka, Thompson, Truong Group 2: Larimore, Lee, Slawson Group 3: Cortez, Hagel, Su Group 4: Ball, Jones, Woelfel Group 5: Carter, Chen, Weiss Group 6: Cantu, Wesson, Yunkun Group 7: Bauer, Molitor, Tietze Group 8: Bartholomew, Gallegos 2010-10-15 Since we didn't get to it yesterday in class, I've put together a few comments on how to efficiently write scripts in Maple if we want to solve differential equations for multiple bodies each of which have multiple vector components. Take a look at these notes as a Maple worksheet or as a pdf file. 2010-10-28 Homework 6, due 11/4/2010 2010-11-1 Partial answers to homework 6 as a Maple worksheet. 2010-11-15 Individual project, due 12/09/2010 2010-11-18 This is the worksheet on using Maple for graph-based models, specifically the decay chain problem: as a Maple worksheet or as a pdf file. 2010-11-30 This is the worksheet we had in class today on probabilities as a Maple worksheet or as a pdf file.

### Spring 2010: MATH 652 &mdash Optimization II

Traditionally, this course has put a lot of emphasis on theoretical aspects of optimization, such as for example the conditions under which an optimum exists, or under what conditions it is unique if it exists. I intend to put more emphasis on practical aspects, in particular how optima can actually be found for practical problems using computer algorithms.

Click here for the first day handout, including a list of topics that I intend to cover.

Following are notes for some of the classes:

 2010-01-21 Homework 1, due 1/28/2010 2010-01-28 Partial answers to homework 1 2010-01-28 Homework 2, due 2/4/2010 2010-02-04 Answers to homework 2 2010-02-04 Homework 3, due 2/11/2010 2010-02-11 Homework 4, due 2/18/2010 2010-02-18 Homework 5, due 3/2/2010 2010-03-04 Homework 6, due 3/11/2010 2010-03-11 Homework 7, due 4/1/2010 2010-04-01 Homework 8, due 4/8/2010 2010-04-08 Homework 9, due 4/15/2010 2010-04-20 Answers to homework 9 2010-04-15 Homework 10, due 4/22/2010 2010-04-29 All slides

### Fall 2009: MATH 651 &mdash Optimization I

Traditionally, this course has put a lot of emphasis on theoretical aspects of optimization, such as for example the conditions under which an optimum exists, or under what conditions it is unique if it exists. I intend to put more emphasis on practical aspects, in particular how optima can actually be found for practical problems using computer algorithms.

The first day handout, including a list of topics that I intend to cover, can be found here.

Following are notes for some of the classes:

 2009-09-08 Homework 1, due 9/15/2009 2009-09-15 Homework 2, due 9/22/2009 2009-09-24 Homework 3, due 10/1/2009 2009-10-01 Homework 4, due 10/8/2009 2009-10-08 Homework 5, due 10/15/2009 2009-10-15 Homework 6, due 10/22/2009 2009-10-22 Homework 7, due 11/05/2009 2009-11-05 Homework 8, due 11/12/2009 2009-11-12 Homework 9, due 11/19/2009 2009-11-19 Homework 10, due 12/03/2009 2009-12-03 All slides so far

### Fall 2008: MATH 676 &mdash Finite element methods in scientific computing

Following are notes for some of the classes:

 2008-08-26 Getting a copy of deal.II and installing it 2008-08-28 Installation, basics of finite element methods 2008-09-02 Templates, step-1, step-2 2008-09-04 step-3 project presentations 2008-09-09 step-4 project presentations 2008-09-11 step-4 project presentations 2008-09-16 step-5 2008-09-18 step-6 2008-09-23 Wrap-up step-6: assertions, exceptions step-7 2008-09-25 Visualization, basics of vector-valued problems 2008-09-30 Vector-valued problems: setting up block matrices and vectors, partitioning degrees of freedom 2008-10-02 Vector-valued problems: deriving block solvers by considering matrices only as linear operators using templates to describe concepts instead of actions. 2008-10-07 Vector-valued problems: the block solver of step-22 2008-10-09 Time-dependent problems: classification and examples. 2008-10-14 Time-dependent problems: the heat equation explicit and implicit schemes. 2008-10-16 Time-dependent problems: the wave equation explicit and implicit schemes. 2008-10-21 The ParameterHandler class to deal with run-time parameters. 2008-10-23 Multithreading. 2008-10-28 Project work in anticipation to the mid-semester presentations. 2008-10-30 Mid-semester presentations. 2008-11-04 Mid-semester presentations. 2008-11-06 Differential-algebraic equations, IMPES schemes. 2008-11-11 Time step choice in transport equations. 2008-11-13 Project work.

### Fall 2007: MATH 151 &mdash Engineering Mathematics I

A lot of material for this course is available online on departmental web pages. Click here for catalog description, weekly schedule, sample homework problems, past exams, and other information. Amy Austin will give a Live Week in Review Session that you may be interested in. She also has a collection of streaming video sessions on Math 151 and excellent class notes that you may find helpful.

Here are some other links: Click here for the first day handout. Please go to this site for your online homework. Online homework is always posted on Monday morning and is due on Sunday at 11pm. No late homework will be accepted.

Locations and times for the common exams are posted here.

### Fall 2007: MATH 412-503 &mdash Theory of Partial Differential Equations

Click on the following links to get a pdf file:
First day handout

### Spring 2007: MATH 417 &mdash Numerical Analysis I

Click on the following links to get a pdf file:
First day handout

## Assignments

Homework assignments will be posted here.

Homework assignments are to be turned in at the beginning of the Friday classes. Late homeworks will not be accepted. The weakest homework score will be dropped. Only the 10 best scores will be used to compute the grade for the course.
Homework Rules : (1) Print your name and course number at the top of the paper. (2) Staple the papers together if your homework takes more than one page. will not be accepted. --> (3) Work out the problems, and justify your answers. (4) Be sure your homework is neat and legible.
Grading : Bonus problems will be included in some homework assignments.

## Findings and discussion

### Mathematical achievement

Preliminary analyses were carried out to evaluate assumptions for the t test. Those assumptions include: (a) the independence, (b) normality tested using the Shapiro–Wilk test, and (c) homogeneity of variance tested using the Levene Statistic. All assumptions were met.

The Levene Statistic for the pretest scores (p > 0.05) indicated that there was not a significant difference in the groups. Independent samples t tests were conducted to determine the effect error analysis had on student achievement determined by the difference in the means of the pretest and posttest and of the pretest and delayed posttest. There was no significant difference in the scores from the posttest for the control group (M = 8.23, SD = 5.67) and the treatment group (M = 9.56, SD = 5.24) t(51) = 0.88, p = 0.381. However, there was a significant difference in the scores from the delayed posttest for the control group (M = 5.96, SD = 4.90) and the treatment group (M = 9.41, SD = 4.77) t(51) = 2.60, p = 0.012. These results suggest that students can initially learn mathematical concepts through a variety of methods. Nevertheless, the retention of the mathematical knowledge is significantly increased when error analysis is added to the students’ lessons, assignments, and quizzes. It is interesting to note that the difference between the means from the pretest to the posttest was higher in the treatment group (M = 9.56) versus the control group (M = 8.23), implying that even though there was not a significant difference in the means, the treatment group did show a greater improvement.

The Assignment Time Log was completed by only 19% of the students in the treatment group and 38% of the students in the control group. By having such a small percentage of each group participate in tracking the time spent completing homework assignment, the results from the t test analysis cannot be used in any generalization. However, the results from the analysis were interesting. The mean time spent doing the assignments for each group was calculated and analyzed using an independent samples t test. There was no significant difference in the amount of time students which spent on their homework for the control group (M = 168.30, SD = 77.41) and the treatment group (M = 165.80, SD = 26.53) t(13) = 0.07, p = 0.946. These results suggest that the amount of time that students spent on their homework was close to the same whether they had to do error analyses (find the errors, fix them, and justify the steps taken) or solve each exercise in a traditional manner of following correctly worked examples. Although the students did not spend a significantly different amount of time outside of class doing homework, the treatment group did spend more time during class working on quiz corrections and discussing error which could attribute to the retention of knowledge.

### Feedback from participants

All students participating in the current study submitted a signed informed consent form. Students process mathematical procedures better when they are aware of their own errors and knowledge gaps [15]. The theoretical model of using errors that students make themselves and errors that are likely due to the typical knowledge gaps can also be found in works by other researchers such as Kawasaki [14] and VanLehn [29]. Highlighting errors in the students’ own work and in typical errors made by others allowed the participants in the treatment group the opportunity to experience this theoretical model. From their experiences, the participants were able to give feedback to help the researcher delve deeper into what the thoughts were of the use of error analysis in their mathematics classes than any other study provided [1, 4, 7,8,9, 11, 14,15,16,17, 21, 23,24,25,26, 29]. Overall, the teacher and students found the use of error analysis in the equations and inequalities unit to be beneficial. The teacher pointed out that the discussions in class were deeper in the treatment group’s class. When she tried to facilitate meaningful mathematical discourse [18] in the control group class, the students were unable to get to the same level of critical thinking as the treatment group discussions. In the open-ended question at the conclusion of the delayed posttest (“Please provide some feedback on your experience.”), the majority (86%) of the participants from the treatment group indicated that the use of erroneous examples integrated into their lessons was beneficial in helping them recognize their own mistakes and understanding how to correct those mistakes. One student reported, “I realized I was doing the same mistakes and now knew how to fix it”. Several (67%) of the students indicated learning through error analysis made the learning process easier for them. A student commented that “When I figure out the mistake then I understand the concept better, and how to do it, and how not to do it”.

When students find and correct the errors in exercises, while justifying themselves, they are being encouraged to learn to construct viable arguments and critique the reasoning of others [19]. This study found that explaining why an exercise is correct or incorrect fostered transfer and led to better learning outcomes than explaining correct solutions only. However, some of the higher level students struggled with the explanation component. According to the teacher, many of these higher level students who typically do very well on the homework and quizzes scored lower on the unit quizzes and tests than the students expected due to the requirement of explaining the work. In the past, these students had not been justifying their thinking and always got correct answers. Therefore, providing reasons for erroneous examples and justifying their own process were difficult for them.

Often teachers are resistant to the idea of using error analysis in their classroom. Some feel creating erroneous examples and highlighting errors for students to analyze is too time-consuming [28]. The teacher in this study taught both the control and treatment groups, which allowed her the perspective to compare both methods. She stated, “Grading took about the same amount of time whether I gave a score or just highlighted the mistakes”. She noticed that having the students work on their errors from the quizzes and having them find the errors in the assignments and on the board during class time ultimately meant less work for her and more work for the students.

Another reason behind the reluctance to use error analysis is the fact that teachers are uncertain about exposing errors to their students. They are fearful that the discussion of errors could lead their students to make those same errors and obtain incorrect solutions [28]. Yet, most of the students’ feedback stated the discussions in class and the error analyses on the assignments and quizzes helped them in working homework exercises correctly. Specifically, they said figuring out what went wrong in the exercise helped them solve that and other exercises. One student said that error analysis helped them “do better in math on the test, and I actually enjoyed it”. Nevertheless, 2 of the 27 participating students in the treatment group had negative comments about learning through error analysis. One student did not feel that correcting mistakes showed them anything, and it did not reinforce the lesson. The other student stated being exposed to error analysis did, indeed, confuse them. The student kept thinking the erroneous example was a correct answer and was unsure about what they were supposed to do to solve the exercise.

When the researcher asked the teacher if there were any benefits or disadvantages to using error analysis in teaching the equations and inequalities unit, she said that she thoroughly enjoyed teaching using the error analysis method and was planning to implement it in all of her classes in the future. In fact, she found that her “hands were tied” while grading the control group quizzes and facilitating the lessons. She said, “I wanted to have the students find their errors and fix them, so we could have a discussion about what they were doing wrong”. The students also found error analysis to have more benefits than disadvantages. Other than one student whose response was eliminated for not being on topic and the two students with negative comments, the other 24 of the students in the treatment group had positive comments about their experience with error analysis. When students had the opportunity to analyze errors in worked exercises (error analysis) through the assignments and quizzes, they were able to get a deeper understanding of the content and, therefore, retained the information longer than those who only learned through correct examples.

Discussions generated in the treatment group’s classroom afforded the students the opportunity to critically reason through the work of others and to develop possible arguments on what had been done in the erroneous exercise and what approaches might be taken to successfully find a solution to the exercise. It may seem surprising that an error as simple as adding a number when it should have been subtracted could prompt a variety of questions and lead to the students suggesting possible ways to solve and check to see if the solution makes sense. In an erroneous exercise presented to the treatment group, the students were provided with the information that two of the three angles of a triangle were 35° and 45°. The task was to write and solve an equation to find the missing measure. The erroneous exercise solver had created the equation: x + 35 + 45 = 180. Next was written x + 80 = 180. The solution was x = 260°. In the discussion, the class had on this exercise, the conclusion was made that the error occurred when 80 was added to 180 to get a sum of 260. However, the discussion progressed finding different equations and steps that could have been taken to discover the missing angle measure to be 100° and why 260° was an unreasonable solution. Another approach discussed by the students was to recognize that to say the missing angle measure was 260° contradicted with the fact that one angle could not be larger than the sum of the angle measures of a triangle. Analyzing the erroneous exercises gave the students the opportunity of engaging in the activity of “explaining” and “fixing” the errors of the presented exercise as well as their own errors, an activity that fostered the students’ learning.

## 10: 05 In-Class Assignment - Gauss-Jordan - Mathematics

MTH 136: College Algebra and Trigonometry

Instructor: Matthew Goldhirsh

Instructor email: [email protected]

Office hours: 9:30 - 10:30 T, TH, F (by appointment)

Prerequisites: MTHP 010 or exemption by CUNY or Departmental Assessment Tests

Textbook: Intermediate Algebra for College Students, 6th edition by Kolman and Shapiro (BVT Publishing, 2011) ISBN: 978-1-61882-448-6: Available in hardcover or eBook format. For eBook subscription visit https://www.bvtlab.com/store/

Assignments: Homework is assigned regularly to assist you in gaining a firm grasp of the material and to give you feedback on how well you have mastered it. Your instructor may assign online homework, paper based homework, or a combination of the two.

Exams: Besides any class exams given by your instructor, there will be a departmental midterm exam and a cumulative departmental final exam. The dates of the exams will be announced in advance in class.

Grading policy: The departmental final exam will be used to decide whether you pass or fail the class, as required by the Department of Mathematics, which also decides on the passing score. If you pass this test, your final letter grade will be decided by your instructor, based on her/his grading scheme.

Assistance: Your instructor will be available to help you outside of class time (see office hours above). Moreover, several other tutoring opportunities will be available throughout the semester, including the Mathematics Department tutoring program as well as the Supplemental Instruction (SI) program. Your instructor can give you more details about these programs and their respective schedules.

College’s accommodation policy for differently-abled students: Medgar Evers College and its Office of Services for the Differently-Abled is committed to ensuring that differently-abled individuals receive reasonable accommodations under the guidelines of the Americans with Disabilities Act. Any student who may require accommodations due to a documented disability should notify the instructor at the start of the semester. Therefore, if you are in need of or have any questions regarding accommodations or services, please contact Mr. Anthony Phifer, Director, Office of Services for the Differently-Abled (Bedford Building Room 1024) at 718-270-5027 or [email protected] Any information provided to the office will be confidential and will not be released without your permission.

Course description: This course is designed to provide initial preparation in mathematics for students who are majoring in, or who intend to major in, the mathematical sciences, computer science, or environmental science. It is also for those in other science programs whose course of study requires advanced mathematical skills and training. A thorough understanding of the topics to be studied in this course will form the essential background for further studies in the mathematical and physical sciences and related fields. The topics to be discussed include solutions of compound statements including absolute value equations and inequalities, rational and radical equations and inequalities, the algebra of functions, modeling with exponential and logarithmic functions, systems of linear equations by the Gaussian and Gauss-Jordan elimination methods, nonlinear systems of equations and inequalities, conic sections and parametric equations, modeling with exponentials and logarithms, sequence and series, the binomial theorem, and mathematical induction. Topics from trigonometry include trigonometric functions and their inverses, graphs, identities and equations, the laws of sine and cosine with applications . Electronic calculators and computers (based on availability) will be used throughout the course to perform detailed numerical calculations, and graphical presentations.

Course introduction: The central theme of this course is the interplay between Algebra and Geometry, where Algebra is seen as a language for Mathematics in general and Geometry in particular. Geometrical shapes can be described by algebraic equations, while solutions to abstract algebraic equations can be understood at a more intuitive level as geometrical objects. More specifically, problems that arise naturally in geometry (e.g. intersecting lines, curves or more complex shapes) are solved efficiently through algebraic calculations, while a qualitative understanding of say, systems of equations, can be achieved more easily and intuitively through geometrical representation.

Course objectives: This course will help students develop strong algebraic skills in the context of fundamental geometrical concepts (points, lines, conic sections). Students will develop an appreciation for the interaction be-tween these two mathematical subjects. The course will strengthen students critical thinking skills, more specifically, their ability to reason logically and analytically, to make analogies and to generalize. After completing this course, students will be able to apply fundamental algebraic techniques, including the ability to perform algebraic manipulations that involve powers, radicals, polynomial and rational expressions solve linear, quadratic, and simple higher order equations systems of two linear equations with two unknowns and basic exponential and logarithmic equations apply basic trigonometric concepts to solve related problems effectively use coordinates and sketch graphs of functions translate geometric problems into algebraic ones, and vice versa comprehend and produce simple mathematical questions and arguments, the course will describe the historical development of some of the topics briefly , The course will cover applications of topics to real life problems .

## AUSTIN COMMUNITY COLLEGE

Course Prerequisites: The prerequisite for College Algebra is MATD 0390, Intermediate Algebra, or current knowledge of high school Algebra II, as measured by an appropriate assessment test. The state-generated TSI reports say that students who score 270 or above are qualified to take College Algebra. The THEA, like the SAT I and ACT, is not an algebra placement test. The math department recommends that students take the COMPASS test for a better measure of their algebra skills. Entering students with a COMPASS score of 69 or above can take College Algebra. Entering or current students with a score of 39-68 must take MATD 0390, Intermediate Algebra.

Is College Algebra the right course for you?
Here is a link to to a document describing alternatives to taking College Algebra . There are other courses, depending upon your major, that do not require College Algebra. So, please take a moment to see if there could be another choice for a mathematics course requirement for your area of study.

Course Description

MATH 1314 COLLEGE ALGEBRA (3-3-0). A course designed for students majoring in business, mathematics, science, engineering, or certain engineering-related technical fields. Content includes the rational, real, and complex number systems the study of functions including polynomial, rational, exponential, and logarithmic functions and related equations inequalities and systems of linear equations and determinants. Prerequisites: MATD 0390 or satisfactory score on the ACC Assessment Test. (MTH 1743)

This course is designed to teach students the functional approach to mathematical relationships that they will need for a business calculus sequence. Other courses, such as MATH 1332, or MATH 1342 are more appropriate to meet a general mathematics requirement. Check with your degree plan as to what math course your college requires.

Common Course Objectives

• Use and interpret function notation.
• Find the domain of polynomial, rational, radical, exponential, and logarithmic functions.
• Use composition of functions.
• Find inverses of functions algebraically (where possible), graphically, and numerically.
• Interpret the graphs of functions.
• Recognize the equations and sketch the graphs of the following: Lines, x 2 , x 3 , x 1/3 , x 1/2 , 1/x, 1/x 2 , |x|, semi-circles, circles, factored polynomials of degree 3 or more, a x , logax, and their linear transformations.
• Find inverses of functions graphically.
• Find and sketch asymptotes of rational, exponential, and logarithmic functions.
• Describe the end behavior of all the above functions.
• Determine when it is appropriate to use a calculator or graphing technology.
• Approximate zeros of a function.
• Solve polynomial and rational inequalities.
• Solve non-linear systems of equations.
• Use long division and the Fundamental Theorem of Algebra to find zeros of polynomials of degree three or more.
• Simplify fractions with terms having negative exponents.
• Rationalize numerators as well as denominators.
• Simplify complex fractions.
• Use completing the square to find the vertices of parabolas and centers and radii of circles.
• Evaluate exponential and logarithmic expressions with calculators.
• Use the rules for logarithms.
• Solve systems of linear equations using Gauss-Jordan Elimination and Cramer's Rule.
• Recognize and use applications of linear functions including linear models.
• Recognize and use quadratic applications, including falling object, maximum, and minimum problems.
• Recognize and use rational expression applications such as animal populations in parks.
• Recognize and use exponential and logarithmic applications, including exponential growth and decay, doubling time, and half-life.
• Recognize and use applications of systems of linear equations.

Pretest:
A review of the prerequisites for the course can be found at http://www.austincc.edu/math/prereqreviews Please have a look at it before the first class (A short pretest will be given during the first class). If you do not feel you are able to solve 70 to 80 percent of the problems posed, then you may want to consider
MATD 0390, Intermediate Algebra.

Required Textbook/Materials:
Text: College Algebra through Modeling and Visualization by Rockswold, 4 th edition ISBN# 0-32154230-4

or you can purchase the Text Bundled with MyMathLab ISBN#0-321-57704-3 hard copy ISBN 0-321-66511-2 Loose leaf.

Optional Supplements: Student&rsquos Solution Manual (step-by-step solutions to odd-numbered exercises and chapter review exercises ) ISBN# 0-321-57702-7 , Videotape Series, Digital Video Tutor, MyMathLab Software (CD for Windows) ISBN 0-321-57703-5

Pearson Publishing Company is again providing electronic access to the first part of the textbooks for MATH 1314 for students enrolled in one of these classes. (These are in PDF files. You need the free Adobe Acrobat Reader to view or print them.) This will enable students who do not purchase their books by the first day of class to keep up with the work in the class until they can buy their books. These portions cover about the first 10% of the course -- about two weeks of a 16-week class. No additional materials will be available on this website, so students must purchase their books by the time they need additional chapters. The link to access the first 2 chapters for all 4 courses is:

Videotapes :
There is a set of video DVDs keyed to the text by section in the Learning Resource Center of each campus. Students who miss class or who need extra review may find these useful. Also, with the bundled text with MyMathLab is a set of video tutorials.

MyMathLab is an optional interactive online course that accompanies the text. You may purchase access to MyMathLab online from AddisonWesley for \$70.00 at: www.mymathlab.com/buying.html

▫ Multimedia learning aids (videos & animations) for select examples and exercises in the text

▫ Practice tests and quizzes linked to sections of the textbook

▫ Personalized study guide based on performance on practice tests and quizzes

▫ Student access number: provided with purchase of MyMathLab access.

* If your instructor has set up a different course ID for your class, he or she will let you know. If so, use the course ID provided by your instructor.

Optional Materials: A graphics calculator such as a TI-82, 83, 85, or 86 is highly recommended, especially for those students going on to the calculus sequence. If you do not want to invest in one of these, a scientific calculator will suffice for all of the areas that we will explore.

Prerequisite sheet for the calculus sequence. This sheet gives you a list and sequence of courses required as prerequisites before you can enroll in calculus.

Grade Policy: Four unit exams will represent 60% of the grade for the course. A homework grade will represent 15% of the grade for the course. This homework grade will consist of homework assignments to turn in for grading and feedback and in class one or two problem quizzes from the homework. Late homework does not exist. If you are not present for the in class quizzes, there are no make-ups. When a homework assignment is collected, it is due on the day of collection. The final exam will represent the remaining 25%. It will consist of an optional cumulative part (15%) and a mandatory non-cumulative part (10%) covering the material after the fourth unit exam until the end of the course. The cumulative part may be used to replace any one of the four unit exams. If you do not wish to replace one of the four unit exams, your unit exam average will be rolled into this part of your final exam grade. Some of the unit exams and the cumulative part of the final exam will be given in the Testing Center. The non-cumulative part of the final exam will be given in class on the last day, June 29th.

Class Participation and Etiquette: You should be present and on time for all classes. All cell phones should be turned off. If your cell phone goes off during an exam, you lose 10 points. To be fair, if mine goes off at any time, everyone will receive a 100 on the next exam! Asking questions in class is a great thing to do. Not only will it help in your understanding of the material, it may help a classmate or even help me explain things a little differently to get my point across. So, ask questions. If you must leave early for some reason, please let me know before class begins and sit near the door so you can slip out without much disturbance. Every teacher has their pet peeves and one of mine is a student getting up and sauntering out through the front of the room between a class listening and taking notes and me explaining some topic. That and carrying on conversations while the rest of us are trying to learn something are my two biggest pet peeves. Remind me to tell you some funny and true stories of other professors' pet peeves and how they dealt with them.

Homework: Homework will be assigned for practice at each class meeting. See Suggested Exercises.

Make-up Exams and Extra Credit Generally, there are no makeup exams. If you miss one exam for whatever reason, the cumulative portion of the final will replace the missed exam. There is no extra credit. Occasionally I will offer a bonus question on an exam or homework assignment.

In Class Handouts to be posted periodically on the website.

Attendance: Although attendance is not required, if you are absent more than two times during the semester without prior arrangements, you may be withdrawn from the course. If you decide to stop attending class, do not assume that I will withdraw you. In any case, if you decide to withdraw, I would appreciate a phone call, email, or a visit.

Holidays: Memorial Day: 30 May 2011

Last Day of Semester: Wednesday 29 June 2011

Final exam: Wednesday 29 June 2011

Last Day to Withdraw: Wednesday 22 June 2011

Reinstatement Policy: Students who withdrew or were withdrawn generally will not be reinstated unless they have completed all course work, projects, and tests necessary to place them at the same level of course completion as the rest of the class.

Incomplete grades (I) are given only in very rare circumstances. Generally, to qualify for a grade of "I ", a student must have completed at least 80% of the course, including all exams, homework, and assignments, have a passing grade, and have a personal tragedy occur within the final 20% of the course which prevents course completion. This usually occurs after the last day to withdraw from this course.

Labs: We have a wonderful learning labs here at ACC with many fine tutors. The tutoring is absolutely free on a walk-in basis and you should take advantage of it. A schedule of hours of operation and tutor availability can be found at their website.. Learning Labs.

*Additional information about ACC's mathematics curriculum and faculty is available on the Internet at http://www2.austincc.edu/math/

Statement on Scholastic Dishonesty

Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to, cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, work, research or self-expression. Academic work is defined as, but not limited to, tests, quizzes, whether taken electronically or on paper projects, either individual or group classroom presentations and homework.

Scholastic Dishonesty Penalty

Students who violate the rules concerning scholastic dishonesty will be assessed an academic penalty which the instructor determines is in keeping with the seriousness of the offense. This academic penalty may range from a grade penalty on the particular assignment to an overall grade penalty in the course, including possibly an F in the course. ACC's policy can be found in the Student Handbook page 33 or on the web at: http://www.austincc.edu/handbook

Classroom behavior should support and enhance learning. Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of that day. In serious cases, disruptive behavior may lead to a student being withdrawn from the class. ACC's policy on student discipline can be found in the Student Handbook page 32 or on the web at: http://www.austincc.edu/handbook

Students with Disabilities

Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office of Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester.

Students who are requesting accommodation must provide the instructor with a letter of accommodation from the Office of Students with Disabilities (OSD) at the beginning of the semester. Accommodations can only be made after the instructor receives the letter of accommodation from OSD.

Institutions of higher education are conducted for the common good. The common good depends upon a search for truth and upon free expression. In this course the professor and students shall strive to protect free inquiry and the open exchange of facts, ideas, and opinions. Students are free to take exception to views offered in this course and to reserve judgment about debatable issues. Grades will not be affected by personal views. With this freedom comes the responsibility of civility and a respect for a diversity of ideas and opinions. This means that students must take turns speaking, listen to others speak without interruption, and refrain from name-calling or other personal attacks.

TESTING CENTER POLICY

ACC Testing Center policies can be found at: http://www.austincc.edu/testctr/

The ACC student handbook can be found at: http://www.austincc.edu/handbook

INSTRUCTIONAL SERVICES

then click on "Campus Based Student Support Overview".

Tips: Here are some suggestions for success in this and any course:

Do not miss a single day of classes.

Ask questions. Some people are embarrassed to ask questions in class or to visit with the instructor during office hours. Try one question one day in class or come by for two minutes to just say hello. I regret that I didn't take advantage of my instructor's office hours when I was in school as a student.

Make a "date" with yourself to study- set aside a specific time each week and put it on your calendar.

Review your learning strategies and study habits - what works for you.

Find someone in the class that you can study with and set a time each week to meet.

Create your own study notes of tips or important facts

Do extra (unassigned) exercises or assignments.

Refer to other math books if the textbook is unclear.

If you get behind, don't try to catch up all at once. add another hour a day.

Final Notes: As a final note to my students, I enjoy teaching mathematics and I am available to help you at any time in addition to the office hours listed on this handout. I want you to feel that I am approachable and available for your needs. I sincerely mean this and look forward to a wonderful semester.

Send comments or questions to the instructor.